Peer tutoring in writing: A school systems approach

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The main findings of the study

The tutors in this programme benefited from their involvement, showing gains – maintained at follow-up – in all measured areas of their writing.

The rate and accuracy of tutee writing gains was even larger than those of the tutor writing group. (This is in contrast with some other peer tutoring studies, and may be a reflection of the using of tutors and tutees of different ages in this study, as opposed to using same-age tutors and tutees) The tutee group progress contrasted with that of the control group students, who generally showed little change on any of the writing behaviours measured in the study. Interestingly, tutee gains were quite close to their follow-up scores, suggesting that skills they learned through peer tutoring were generalised and able to be maintained afterwards without the same level of support.

Audience ratings of the enjoyability and clarity of the tutees’ writing showed a marked improvement as the research progressed and the gains were largely maintained afterwards. (Click to What were the aim and the design of this study?). The largest gains were in reader enjoyment. Attitudinal data from both teachers and peer tutors found that both groups were strongly in favour of the procedures.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What is peer tutoring? The main findings of the study What else did the study find? What were the aim and the design of this study? What does an inclusive 'process writing' approach consist of? What training did the peer tutors receive? What are the implications of the study? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Peer tutoring in writing: A school systems approach This digest found in Assessment for Learning English Send to a friend Word doc 60KB Printer friendly Collate for later The main findings of the study The tutors in this programme benefited from their involvement, showing gains – maintained at follow-up – in all measured areas of their writing. The rate and accuracy of tutee writing gains was even larger than those of the tutor writing group. (This is in contrast with some other peer tutoring studies, and may be a reflection of the using of tutors and tutees of different ages in this study, as opposed to using same-age tutors and tutees) The tutee group progress contrasted with that of the control group students, who generally showed little change on any of the writing behaviours measured in the study. Interestingly, tutee gains were quite close to their follow-up scores, suggesting that skills they learned through peer tutoring were generalised and able to be maintained afterwards without the same level of support. Audience ratings of the enjoyability and clarity of the tutees’ writing showed a marked improvement as the research progressed and the gains were largely maintained afterwards. (Click to What were the aim and the design of this study?). The largest gains were in reader enjoyment. Attitudinal data from both teachers and peer tutors found that both groups were strongly in favour of the procedures.